Key Competences and Teacher Training: Perception of the Students of Pedagogy
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Abstract
The analysis of teacher training allows us to approach the strengths and weaknesses of practising teachers and to design actions for the improvement of their competences from the pedagogical role. From this perspective, the present study focusses on the perception of future pedagogues on the importance of the different key competences for lifelong learning in initial and continuous teacher training. The sample is composed by 109 students of the Pedagogy’s Degree at the University of Valencia who, through a Likert scale, have assessed the importance of each key competence. Through a quantitative analysis, the relevance given to each competence was statistically analysed, and possible differences according to gender were also investigated. In a complementary way, reflection on digital competence has been approached through a content analysis, which has allowed us to find out the motivations for attaching greater or lesser importance to it. The results show that participants attach greater importance to personal, social and learning to learn competences, as well as to citizenship competences, with significant differences according to gender in most of them. Likewise, the motivations for the participants who prioritise digital competence are linked to the digital context in which we live and those who do not prioritise it postulate a higher relevance of other competences or a daily learning that does not require defined training actions.